Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students

Republic of the Philippines

Department of Education
Cordillera Administrative Region
City Schools Division of Tabuk
TABUK CITY NATIONAL HIGH SCHOOL
tabukcitynhs@gmail.com

Entrepreneurial Knowledge and Entrepreneurial Intentions

of Accountancy, Business and Management Students

A Quantitative Research

Researchers:
Lim, Antonnette
Madriaga, Jenelyn
Reyes, Kristine
Bayangan, Daniel

Grade 12-ABM-1

Submitted to:

Hamilton Macagne
Practical Research 2 Teacher

February 2020
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
i

ACKNOWLEDGEMENT
The researchers would like to acknowledge various people who have contributed to

this research study both directly and indirectly.

First of all, to Almighty God, with His grace, the researchers were able to successfully

carry out this study without going through any major obstacle.

Foremost, we would like to express our sincere gratitude to our research teacher, Sir

Hamilton Macagne for his patience, motivation, enthusiasm, immense knowledge, and for his

guidance in conducting this research study. His pieces of advice have helped the researchers

widen their understanding on how to undertake this study. This would not have been

successful without his guidance and support for the researchers. Also, to Madame Shiela

Esteban and Madame Marilyn Yumul for pointing out improvements and validating our

research questionnaire.

And of course, the researchers would also like to thank their parents, family, friends

and classmates for the support they have received from them, either moral support or through

financial. Also for being there when the researchers are emotionally, mentally, or physically

drained.

Lastly, to all the students who participated in this study, thank you for giving your

time and effort in answering the survey questionnaire. This study would not have been

successful without your help.

Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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ABSTRACT
Entrepreneurial subjects are being offered in senior high school and colleges, not to prepare students
for employment but rather for becoming entrepreneurs. This study aimed to determine the level of
entrepreneurial knowledge and entrepreneurial intentions of Accountancy, Business and Management
(ABM) students of Tabuk City National High School, and also to ascertain the relationship of the two
variables. The study utilized a survey questionnaire adapted from the study Measuring Measuring
Entrepreneurial Knowledge and Entrepreneurial Intention of ABM Grade XII, Senior High School
Students of Divine World Colleges in Region I, Philippines by Abun et al. (2018). The study surveyed
140 randomly selected students, determined through Slovins’s formula. Descriptive analysis and
weighted mean were used to analyze the gathered data, while Pearson r was used to determine the
correlation between the variables. A four-point Likert scale was used, to determine the level of
entrepreneurial knowledge and entrepreneurial intentions of the respondents, which were labeled as
very true, true, not true, and not true at all. The study found out that the respondents have high levels
of entrepreneurial knowledge and entrepreneurial intentions; and it was also found out that there is a
significant relationship between the two variables. These findings imply that the higher the level of
entrepreneurial knowledge, the more likely for a student to pursue entrepreneurship, therefore students
should expose themselves to environments that will nurture their entrepreneurial intentions. Also, the
school should further enhance and improve the entrepreneurial knowledge of students by enriching
entrepreneurship subject, and pairing it up with various entrepreneurial activities.
Keywords: entrepreneurship, entrepreneurial knowledge, entrepreneurial education, entrepreneurial
intention
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
iii

TABLE OF CONTENTS

Page

Acknowledgements.……………………………………………………...……………..... i

Abstract………………………………………………………….……….……………...... ii

Table of Contents ……………….…………………………………………..…………..... iii

CHAPTER I: INTRODUCTION

Background of the Study ……………………………………............................ 1

Statement of the Problem ……………………………………............................ 4

Scope and Delimitation ......………………………………………………….... 4

Significance of the Study..…………………………………………………....... 4

Conceptual Framework of the Study..……………………..………………....... 5

CHAPTER II: METHODOLOGY

Research Design …………………………………………………………......... 6

Population and Locale …………………..…………………………………...... 6

Research Instrument ……………………………………………………........... 6

Data Collection Procedure …………………………………….………………. 7

Data Analysis…………...………………………………….………………...... 7

CHAPTER III: RESULTS AND DISCUSSION

Table 1……………………………………………………….………………..... 8

Table 2……………………………………………………………...................... 11

Table 3………………………………..……………………………………........ 12

CHAPTER IV: CONCLUSIONS AND RECOMMENDATIONS

Conclusions…………………………………………………………………...... 13

Recommendations…………………………………………………………........ 13

REFERENCES ………………………………………………………………………....... 15
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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APPENDICES

Appendix A. Certificate of Validation…………………...………......................... 18

Appendix B. Letter of Consent ……..…………………...……….......................... 19

Appendix C. Survey Questionnaire……..……………………............................... 20

Appendix D. Reliability Test……..……..……………………............................... 21

Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Entrepreneurship is regarded as one of the key economic development strategies to

advance a country’s economic growth and to sustain its competitiveness in facing the

increasing trends of globalization (Shamsudin et al., 2017). According to Kelly, Singer &

Herrington (2016), entrepreneurship, by definition, is “any attempt at new business or venture

creation, such as self-employment, a new business organization, or the expansion of an

existing business by an individual, a team of individuals, or an established business”.

As stated by Abun et al. (2018), the purpose of opening business courses in senior

high school and college is not to prepare individuals for employment but they are prepared to

be entrepreneurs. They are expected to open business in the future and create jobs for others.

This coincides with the Department of Education which intends to create an “ecosystem that

encourages entrepreneurship” which – in turn –helps in building a progressive economy and

culture (Malipot, 2019). This goal can be achieved through the implementation of the K to 12

program, as students are encouraged and prepared to become entrepreneurs. This situation

proves the importance of the Accountancy, Business and Management strand which is

optimized to cater to students who have entrepreneurship as exit for students after graduating

from senior high school, therefore promoting youth entrepreneurship. Youth entrepreneurial

activities is described as the process involving individuals who are (or want to become) self-

employed or who have started (or want to start) a new business, either the formal or informal

sector, in order to generate income (ODI, 2012)

Schwarz et al. (2009) has pointed out that in entrepreneurship research, understanding

what factors affecting entrepreneurial intent is critical. Therefore, investigating determinants

of entrepreneurial intention is a crucial step in identifying ways to develop competitive

Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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entrepreneurs. It is along such reason that the researchers would like to further understand the

effect of entrepreneurial knowledge on entrepreneurial intentions of the ABM students of

Tabuk City National High School.

Entrepreneurial knowledge can mean the concepts, skills, and mentality individual

business owners use during the course of starting and developing their growth-oriented

businesses (Erzetic, 2008). Massad & Tucker (2009) articulate that this knowledge can be

acquired and developed through consistent exposure to entrepreneurship activities.

Entrepreneurial activity can be defined as the enterprising human action in pursuit of the

generation of value, through the creation or expansion of economic activity, by identifying

and exploiting new products, processes or markets.

There are two types of entrepreneurial knowledge which complement each other

when determining new business venture creation process. The first type relates to an

individual’s ability to recognize entrepreneurial opportunities, while the second type refers to

successfully exploiting the identified opportunity (Turker et al., 2009). Both these types of

knowledge are expected of entrepreneurs.

The first type of involves the discovery and evaluation of new venture opportunities.

Recognizing business opportunities involves being able to identify a market or a group of

people facing a particular problem. Solving this problem often involves the development of

an innovative or new approach. For the second type, the entrepreneur develops a viable

business model, which involves the formation and development of a profitable business

around the new venture opportunity.

Entrepreneurial intention is considered as personal orientation toward owning a

business in the future (Abun et al., 2018). While according to Choo & Wong (2009),

entrepreneurial intentions as the exploration and assessment of information which is

beneficial to achieve the objective of business creation. Therefore, in entrepreneurship an

Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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individual must have entrepreneurial intentions because it determines the starting point of

creating a new business.

Entrepreneurial intention is the main force that drives a person to start his/her own

business. Previous studies have led to the discovery of factors that affect entrepreneurial

intentions. In a study by Nguyen et al. (2019), desire for success and challenge,

entrepreneurial education and knowledge, and perceived behavioral control appeared to be

the factors that affect entrepreneurial intentions.

Entrepreneurial knowledge is the most important factor in promoting student

entrepreneurship (Scuotto & Morellato, 2013). A positive relationship exists between

students’ entrepreneurship education and their entrepreneurial intentions (Izedonmi &

Okafor, 2010). Knowledge and skills are major influencing factors on the students’

entrepreneurial intentions. In addition, Othman & Ishak (2009) pointed out the relationship

between entrepreneurship aspiration and knowledge on business. They also contended that

there is a positive correlation between entrepreneurial knowledge and entrepreneurial

intentions. This points out the entrepreneurship education is needed to enhance business

intentions.

In addition, special entrepreneurial skills that are taught in schools and through

special adult education programs by teachers who are familiar with entrepreneurial activity

can also affect a person’s likelihood to engage in entrepreneurship (Engle et al. 2010).
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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STATEMENT OF THE PROBLEM

This study aimed to determine the effect of entrepreneurial knowledge towards the

entrepreneurial intentions of the ABM students of Tabuk City National High School. To

arrive at an answer, the team addressed the following questions:

1. What is the level of entrepreneurial knowledge of ABM students of TCNHS?

2. What is the level of entrepreneurial intentions of ABM students of TCNHS?

3. Is there significant /relationship between entrepreneurial knowledge and

entrepreneurial intention?

Ho: There is no significant relationship between entrepreneurial knowledge and

entrepreneurial intention.

SCOPE AND DELIMITATION

This study was delimited to the ABM students of Tabuk City National High School

and their entrepreneurial knowledge and entrepreneurial intentions. This study measured the

level of the entrepreneurial knowledge and intentions of the participants, and determined

whether these two variables significantly related.

This study was conducted at Tabuk City National High School, during the second

semester of school year 2019-2020.

SIGNIFICANCE OF THE STUDY

This study was conducted to measure the entrepreneurial knowledge and

entrepreneurial intention of the ABM students of TCNHS. This study will be beneficial to the

following:

To the school: The findings of this study will be helpful for the school in coming up

with improvements in the curriculum in order to match with the objective of preparing

students to become entrepreneurs. The school can also further strengthen and improve the
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
5

entrepreneurial education offered in the school, with the information that will be gathered

through this study.

To the students: This study will help students to know if they have high

entrepreneurial intentions, and from this they can determine how to optimize their learnings

in order to further nurture their aspiration of putting up their own business.

To the future researchers: Future researchers may use this study as a reference for

their future researches in the Accountancy and Business Management area. This study can

also be used as a basis for future researches on entrepreneurial knowledge and entrepreneurial

education.

Figure 1. Conceptual Framework of the Study

Entrepreneurial
Knowledge Questionnaire Relationship between
entrepreneurial
knowledge and
Entrepreneurial Data Analysis entrepreneurial intention
Intention

INPUT PROCESS OUTPUT

The conceptual framework of the study presents the process of the study. The input

which are the independent and dependent variables are gathered through a questionnaire, then

through the data analysis, the relationship of the variables are determined.
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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CHAPTER II

METHODOLOGY

RESEARCH DESIGN

This study utilized a quantitative, and descriptive survey research design, to describe

the level of entrepreneurial knowledge and entrepreneurial intentions of the ABM students. A

descriptive survey research design involves the description, recording, analysis and

interpretation based on the data gathered through questionnaires which are statistically

computed. The researchers chose this design as it brought the identification of characteristics,

frequencies and correlations. The use of survey design allowed the gathering of large volume

of data that was analyzed for frequency, averages, and patterns

POPULATION AND LOCALE

The population of the study was composed of the grade 11 and 12 Accountancy,

Business and Management students of Tabuk City National High School. A simple-random

sampling was used to choose the participants, wherein every item in the population will have

a chance and likelihood of being selected in the sample. In this manner, 140 students out of

216 participated in the study. The sample size was determined through the use of Slovin’s
𝑁
formula (𝑛 = 1+𝑁𝑒2 ). The locale of this study is at Tabuk City National High School, located

in Dagupan West, Tabuk City, Kalinga

RESEARCH INSTRUMENT

This study used a survey questionnaire in gathering the needed data to be able to

measure the entrepreneurial knowledge and entrepreneurial intentions of the ABM students

of Tabuk City National High School. The survey questionnaire that was used is adapted from

the study Measuring Entrepreneurial Knowledge and Entrepreneurial Intention of ABM

Grade XII, Senior High School Students of Divine World Colleges in Region I, Philippines by

Abun et al. (2018). The questionnaire consists of close-ended questions, and is divided into
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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two sections with each section pertaining to a variable in the study. Section 1 covers

entrepreneurial knowledge, while section 2 will cover entrepreneurial intention. A five-point

Likert scale is used to measure the entrepreneurial knowledge and intentions of the

participants. The scales range from 1 to 5, which are Not at all true (1), Not true (2),

Somewhat true (3), True (4), and Very true (5). The survey questionnaire is deemed valid as

it has been utilized in a previous study. As for reliability, after running a reliability test with

30 participants, the survey questionnaire has achieved a Cronbach’s α of .9002.

DATA COLLECTION PROCEDURE

For the gathering of data, the researchers personally disseminated the survey

questionnaires to the 140 selected participants, prior to this, the researchers read a letter of

consent to the participants. The questionnaires were handed out during vacant periods of the

respondents, and they were given 5-10 minutes to finish answering before collecting back the

sheets.

DATA ANALYSIS

Descriptive data analysis that was utilized is the frequency distribution which

summarized and compressed data by grouping it into classes and recording how many data

points fall into each class. The weighted mean is used to measure the entrepreneurial

knowledge and entrepreneurial intentions of the participants, while Pearson r correlation was

used to determine the relationship of the two variables.

The following ranges of values with their descriptive interpretation was used:

RANGE STATISTICAL RANGE DESCRIPTIVE INTERPRETATION

4 3.28- 4.00 Very true
3 2.52 – 3.27 True
2 1.76 – 2.51 Not true
1 1.00 – 1.75 Not at all true
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CHAPTER III

RESULTS AND DISCUSION

Table 1. Descriptive Statistics of Entrepreneurial Knowledge of ABM students

WEIG
ENTREPRENEURIAL INTERPRE
4 3 2 1 HTED
KNOWLEGDE TATION
MEAN
1. Entrepreneurship creates jobs 86 52 2 0
3.6 Very true
(344) (156) (4) (0)
2. Entrepreneurship means to be 41 89 9 1
3.21 True
self employed (164) (267) (18) (1)
3. Entrepreneurs gather resources to 52 80 8 0
3.31 Very true
create wealth (208) (240) (16) (0)
4. Entrepreneurship can make 62 65 12 1
3.34 Very true
someone to be independent (248) (195) (24) (1)
5. Entrepreneurs contribute to the 82 56 2 0
3.57 Very true
economic development (328) (168) (4) (0)
6. Entrepreneurs are employees of 37 88 15 0
3.16 True
labor (148) (264) (30) (0)
7. Entrepreneurs attends social
55 76 9 0
functions to meet business 3.33 Very true
(220) (228) (18) (0)
partners
8. Entrepreneur uses his/her 78 58 3 1
3.52 Very true
creative ability to publicize (312) (174) (6) (1)
9. Entrepreneurs see opportunities 62 48 26 4
3.2 True
where others do not (248) (144) (52) (4)
10. Entrepreneurs rule the world 40 75 21 4
3.08 True
economy (160) (225) (42) (4)
Total Average Weighted Mean 3.33 Very true
N=140
Table 1 shows the entrepreneurial knowledge of ABM students. As shown in the

table, it reveals that the students have a very high level of entrepreneurial knowledge. This is

indicated by the computed overall weighted mean which is 3.33, falling under the

interpretation ‘very true’, which means that they agree with the statements that pertain to

their knowledge on entrepreneurship.

Taking the data singly, it can be inferred that all the questions measuring this variable

were rated either true or very true. This would mean that the students understand that

entrepreneurship creates jobs and wealth, and that they agree with the statements regarding

entrepreneurship.
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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It is noted that item 1 got the highest weighted mean which is 3.6, which elaborates

that the students believe that entrepreneurship creates jobs. It is said that entrepreneurs

stimulate employment growth by generating new jobs when they enter the market (Kritikos,

2014).

Meanwhile, item 10 got the lowest weighted mean which is 3.08 being classified as

‘true’, wherein the item states that entrepreneurs rule the world economy. Students may view

entrepreneurship as a driving force of economic growth, but Doran, McCarthy & Connor

(2018) stated that while entrepreneurship is important for economic growth, the impact of

different types of entrepreneurship indicators on gross domestic product (GDP) is not

uniform. While entrepreneurial activity has a negative effect on growth in middle/low-income

countries, on the other hand, entrepreneurial attitudes (perceptions, intentions and role

models) have positive effects on GDP in high-income countries. Furthermore, increased

entrepreneurial activity should not be viewed as a cure-all for economic development in

emerging countries. (Valliere & Peterson, 2009).

Knowledge gained by students attending an entrepreneurship course will have a

positive impact on the students’ intentions of starting a business. A high level of knowledge

can bring about higher intentions of pursuing entrepreneurship, since entrepreneurial

education is positively related to entrepreneurial skills (Bae et al., 2014). As said by

Resureccion (2011), curriculum designs have a strong influence over the attitudes towards

entrepreneurship. Subsequent studies have also shown that entrepreneurship education can

possibly support graduates to become good entrepreneurs (Pickernell et al., 2011). It is a

factor that plays a big role in the decision making of students whether to become

entrepreneurs or not, because entrepreneurial knowledge plays a critical role in improving

prospective entrepreneurs and steering them towards development and entrepreneurship by

providing them with a combination of knowledge, skills and capability to establish and
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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maintain new enterprises (Dutta, Li, & Merenda, 2011). In addition, an individual who

receives basic entrepreneurial education, that provides competence in administrative terms, is

more likely to engage in entrepreneurial activities in the future. In addition, students with

positive attitude towards entrepreneurship are more inclined to become entrepreneurs once

they finish their studies (Rudhumbu et al., 2016).

On the other hand, entrepreneurial education is not enough, as stated by Dutta et al.

(2011) entrepreneurial education facilitates the creation of new businesses, but is not in itself

sufficient to explain successful entrepreneurship. Furthermore, the great investment in

entrepreneurship education in colleges and universities does not significantly improve the

entrepreneurial rate of college students (Shen, Chen, & Chen, 2010). They also elaborated

that high investment in entrepreneurship education cannot improve students’ entrepreneurial

rate in a short period of time; it stems from the time delay effect of entrepreneurship

education, which means that students have a lag period of 10 years from accepting

entrepreneurship education to actual business. Bae et al. (2014) also pointed out the

significant but small correlation between entrepreneurial education and entrepreneurial

intention.
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Table 2. Descriptive Statistics of Entrepreneurial Intentions of ABM students

WEIG
ENTREPRENEURIAL INTERPRE
4 3 2 1 HTED
INTENTION TATION
MEAN
1. I have a professional goal of 76 56 6 2
3.47 Very true
becoming an entrepreneur (304) (168) (12) (2)
2. I will make every effort to start 71 64 4 1
3.46 Very true
and run my own business (284) (192) (8) (1)
3. I am determined to establish a 66 65 8 1
3.4 Very true
business in the future (264) (195) (16) (1)
4. I think being an entrepreneur 59 76 4 1
3.38 Very true
will give me more advantages (236) (228) (8) (1)
5. I would rather take any job than 14 54 62 10
2.51 Not true
becoming an entrepreneur (56) (162) (124) (10)
6. I am ready to do anything to 30 90 19 1
3.06 True
become an entrepreneur (120) (270) (38) (1)
7. I will have a chance in becoming
33 92 14 1
successful if I will open a 3.12 True
(132) (276) (28) (1)
business
8. I would feel great if I become an 36 94 7 3
3.16 True
entrepreneur (144) (282) (14) (3)
9. I have ideas about how to start a 39 61 39 1
2.99 True
business in the future (156) (183) (78) (1)
10. I find it difficult to develop 26 67 42 5
2.81 True
business ideas (104) (201) (84) (5)
Total Average Weighted Mean 3.14 True
N=140
Table 2 above illustrates the intention of ABM students in becoming entrepreneurs.

With the overall weighted mean of 3.14, it indicates that the students rate the statements

regarding their entrepreneurial intentions as ‘true’.

It is noted that item 5 got the lowest mean which is 2.51 which is interpreted as ‘not

true’. The statement in this item suggests the idea of pursuing any other career than being an

entrepreneur, this shows that some of the respondents have entrepreneurship at the top of

their career choices.

Meanwhile item 1 garnered the highest weighted mean which is 3.47, implying that

the students have professional goal of becoming an entrepreneur. Education may play a role

in this this decision, as entrepreneurship education is likely to enhance students’ self-

confidence to start businesses (Rankhumise, Hammer, & Shambare, 2012). However, setting
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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a goal to become an entrepreneur is still different from actually pursuing it as a career, in a

study by Othman & Zafirah (2018) they found out that although student entrepreneurship

intention was high, entrepreneurship career choice was moderate.

Table 3. Correlation of entrepreneurial knowledge and entrepreneurial intention of ABM

students
Entrepreneurial Intention
.30
Entrepreneurial Knowledge
.00035

As shown in the table above, entrepreneurship knowledge and entrepreneurial

intention were found to positively correlated, r (138) = .30, p<.001. This finding confirms the

important role played by entrepreneurial knowledge on entrepreneurial intentions.

Such finding supports the study of Oyewumi & Olufemi (2013) and Othman & Ishak

(2009), who claimed that knowledge contributes to success in career development.

Moreover, it is important to develop knowledge to nurture students’ self-confidence and

attitudinal propensity to engage in entrepreneurship (Roxas, 2014).

The significant relationship between these variables indicate that the that lack of these

two may reduce the entrepreneurial behavior among youths (Iro-Idoro, 2014). In addition,

according to Tentama et al. (2019), there is a significant difference between people’s

entrepreneurship intention before and after entrepreneurial education, therefore,

entrepreneurial education is effective in improving people’s entrepreneurship intentions.

On the other hand, this result is in contradiction with the study of Mahendra et al.

(2017), which stated that that there is no direct relationship between entrepreneurial

knowledge and entrepreneurial intentions.

Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

Based from the findings, the following are concluded:

1. Students of the ABM strand of TCNHS are found to have a high level of entrepreneurial

education, wherein they understand the roles of entrepreneurs and their contributions to

the community and economy.

2. It is also revealed that the students have high intentions of becoming entrepreneurs. It is

found out that most of the respondents have set their goals to become entrepreneurs, and

that they don’t think of choosing any other career path than becoming entrepreneurs.

3. Entrepreneurial knowledge and entrepreneurial intention are positively correlated.

Knowledge in entrepreneurship further increases the probability of an individual to

pursue entrepreneurship. However, the lack of these two variables may lead to the

decrease of entrepreneurial behavior and activity among the youth.

RECOMMENDATIONS

Based from the conclusions, the following are recommended:

1. To further enhance and improve the entrepreneurial knowledge of students, the school

should show their support to entrepreneurship by enriching the content of

entrepreneurship education and the subjects that are offered, and also by pairing it up with

activities that can further enhance the students’ interest in entrepreneurship and business

in the future. The entrepreneurship education must also be able to enhance entrepreneurial

attitude such as creative thinking, innovation, risk taking, drive and determination, etc.

2. Students are encouraged to engage in entrepreneurial education and activities, exposing

themselves to an atmosphere that will give them an insight on the world of business. They
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
14

are also advised to continuously develop their knowledge in entrepreneurship to be able

to nurture their self-confidence and attitudinal prosperity to engage in entrepreneurship.

3. Future researchers should carry out the study with a larger number of respondents to cave

in more data and come up with more accurate findings, also, it is recommended to

consider carrying out the study to students of non-business courses. Future studies should

also consider looking into moderating variables that can affect the entrepreneurial

intentions of students.
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
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Appendix A. Certificate of Validation

Republic of the Philippines
Department of Education
Cordillera Administrative Region
City Schools Division of Tabuk
TABUK CITY NATIONAL HIGH SCHOOL
tabukcitynhs@gmail.com

CERTIFICATION

This is to certify that the undersigned validated the adapted/constructed questionnaire of the
study entitled Entrepreneurial Knowledge and Entrepreneurial Intentions of Accountancy, Business
and Management Students by Daniel Bayangan, Antonnette Lim, Jenelyn Madriaga, & Kristine
Reyes.
This certification is issued upon the request of the abovementioned for their research study.

MARILYN A. YUMUL SHIELA B. ESTEBAN

ABM Subject Group Head Research Subject Group Head
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
19

Appendix B. Letter of Consent

Republic of the Philippines

Department of Education
Cordillera Administrative Region
City Schools Division of Tabuk
TABUK CITY NATIONAL HIGH SCHOOL
tabukcitynhs@gmail.com

January 28, 2020

Dear respondents,

Good day!

We are grade 12 ABM students of Tabuk City National High School who are currently conducting a
study entitled “Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM students”.

In this regard, we would like hand out survey questionnaires and ask for your participation in
answering them. These questionnaires will contain questions related to the level of entrepreneurial
knowledge and intentions of ABM students of TCNHS. Rest assured that only the group will have
access to your answers in the survey sheets. The answers will be transcribed and we will remove any
identifiers during the transcription. The survey sheets and your identity will be kept confidential and
will not be revealed in the final manuscript.

Please do not hesitate to ask us if you have any queries. We thank you in advance for your
consideration to help us in this study.

Sincerely,

Daniel Bayangan Antonnette Lim Jenelyn Madriaga Kristine Reyes

Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
20

Appendix C. Survey Questionnaire

NAME (Optional):____________________________ Grade:________________

INSTRUCTIONS: Below are statements regarding entrepreneurial knowledge and entrepreneurial

intentions. Kindly put a check mark (√) on the box that corresponds to your level of agreement where:

LEGEND:
4 – Very true 2 – Not true
3 – True 1 – Not at all true

I. ENTREPRENEURIAL KNOWLEGDE 4 3 2 1
1. Entrepreneurship creates jobs
2. Entrepreneurship means to be self employed
3. Entrepreneurs gather resources to create wealth
4. Entrepreneurship can make someone to be independent
5. Entrepreneurs contribute to the economic development
6. Entrepreneurs are employees of labor
7. Entrepreneurs attends social functions to meet business partners
8. Entrepreneur uses his/her creative ability to publicize
9. Entrepreneurs see opportunities where others do not
10. Entrepreneurs rule the world economy

II. ENTREPRENEURIAL INTENTION 4 3 2 1

1. I have a professional goal of becoming an entrepreneur
2. I will make every effort to start and run my own business
3. I am determined to establish a business in the future
4. I think being an entrepreneur will give me more advantages
5. I would rather take any job than becoming an entrepreneur
6. I am ready to do anything to become an entrepreneur
7. I will have a chance in becoming successful if I will open a business
8. I would feel great if I become an entrepreneur
9. I have ideas about how to start a business in the future
10. I find it difficult to develop new business ideas

Adapted from:
Abun, D., Foronda, S., Belandres, M., Agoot, F., & Magallanes, T. (2018). Measuring
Entrepreneurial Knowledge and Entrepreneurial Intention of ABM Grade XII
Students, Senior High School Students of Divine World Colleges in Region I,
Philippines. International Journal of Educational Research. doi:
10.13140/RG.2.2.31410.66249
Entrepreneurial Knowledge and Entrepreneurial Intentions of ABM Students
21

Appendix D. Reliability Test

questions
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 4 3 4 4 4 3 4 3 3 3 3 3 3 3 2 3 3 3 3 2
2 3 3 3 3 4 3 3 3 3 3 2 3 2 3 2 2 3 3 3 2
3 4 3 3 3 4 3 3 3 3 3 3 3 3 3 2 3 3 3 3 2
4 3 3 3 3 3 2 3 3 2 2 4 4 4 4 4 4 4 3 3 3
5 4 4 3 2 3 3 3 3 3 3 3 3 3 2 4 4 3 3 3 3
6 4 2 4 3 4 3 2 3 3 3 4 4 4 4 2 4 3 3 3 3
7 3 3 3 2 3 2 3 3 3 2 2 2 2 3 3 1 1 2 2 3
8 4 3 3 4 4 4 3 3 2 3 3 4 4 4 4 4 4 4 4 4
9 4 4 4 4 4 4 4 4 3 3 4 4 4 4 4 4 4 4 4 4
10 3 2 3 2 3 3 2 3 2 3 2 2 2 3 2 3 2 3 3 2
11 4 3 3 3 3 3 3 3 3 2 4 4 3 4 2 3 3 3 3 3
12 4 4 4 4 4 4 4 4 4 4 3 4 4 4 1 4 4 4 4 3
Respondents

13 3 3 4 3 3 4 4 3 3 4 3 4 3 4 3 3 3 4 3 4
14 3 3 2 3 4 3 3 4 4 3 3 3 3 4 2 3 3 3 3 1
15 4 3 4 3 3 2 3 3 4 3 4 4 4 4 4 4 4 4 4 4
16 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 4 4 4 1 1
17 4 2 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3
18 3 1 3 3 3 4 3 3 2 3 3 3 3 4 4 4 4 4 4 2
19 4 4 3 4 4 3 3 4 4 3 3 4 3 3 2 3 3 3 2 4
20 4 3 4 4 4 3 3 4 3 4 4 4 4 3 2 3 3 3 3 3
21 3 3 2 4 4 3 4 4 4 2 2 2 2 3 2 1 3 2 3 3
22 4 3 3 4 4 4 4 4 4 4 4 4 4 4 3 4 3 3 4 4
23 4 3 4 4 4 3 3 3 2 2 3 3 3 3 2 3 3 3 3 2
24 3 3 2 3 3 2 2 3 2 2 3 3 3 3 2 3 3 3 3 3
25 4 4 4 3 3 4 3 4 4 3 3 4 3 4 2 3 3 3 3 2
26 4 3 3 3 3 4 4 4 4 3 3 3 3 3 2 4 4 4 4 3
27 3 2 3 2 4 2 2 2 2 2 2 3 3 2 1 2 2 2 2 3
28 3 3 3 3 4 3 3 4 4 3 3 4 4 4 3 3 4 3 4 2
29 3 3 2 2 3 2 3 3 2 3 2 3 3 3 3 2 2 3 3 2
30 4 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3

items/questions/components 20
sum of the variances 9.12
variance of total scores 62.98
cronbachs α 0.9002